AGRICULTURE AS A SCIENCE

Manawatu Times, Volume LV, Issue 7296, 5 August 1930, Page 10

AGRICULTURE AS A SCIENCE

First Developments EFFECTS OF ILL-FOUNDED SUSPICION The early days of scientific farming and the first steps in agricultural education were interestingly traced by Professor R. E. Alexander, director of Lincoln College, at the jubilee celebrations last ■week. {‘Agriculture is ouc of the most ancient, if not the most ancient, occupations,” ho' said. “References to earliest history reveal the fact that tilling the soil and shepherding were recognised occupations. Whether our ancestors made any progress in the art or applied science to their work is unknown. We do know, however, that if progress had been made in the art or in the application of science, succeeding generations must have lost the knowledge. As late as 200 years ago, agricultural practice was most primitive and the appliction of science to the art was unknown.

-“With the gradual settling down of tho European centres and the start of industrialism, an increased demand arose for a higher standard of living, which entailed a demand from primary producers 6r agriculturists for their products. This demand brought about an awakening of tho agriculturists to a necessity for a study of their methods. About 200 years ago wo find the farmers’ clubs purely voluntary bodies, not associations or incorporated societies as we know them to-day, but in reality tho forerunners of our regularly established societies. Members of theso clubs met together on all possiblo occasions, principally at markets or fairs. The gatherings were partly social and partly educational, members, discussing improvement of their stock, and farming methods. Undoubtedly theso clubs materially assisted in tho promotion of improvements and the spread of knowledge. They could with advantage bo copied to-day. Improved stock, better farming methods, fixed rotations, new crops, - pasture plants and ‘artificial grasses’ were introduced. Unfortunately, efforts were individualistic rather than co-operative and, owing to tho carping critic and sceptic, progress was very slow. Many new crops were known by their introducer’s name, and improved stock by the early improver’s name. One notes tho critic and sceptic as being a retarder of progress; ho is with us still—probably he is a part of our heritage, but a part which it would have been better we had lost. At this period we find another interesting fact: the true pioneer as well as the self-ap-pointed authority received pupils to study his methods. This was evidently the forerunner of the cadet system, which is fast .dying out and is being replaced by agricultural colleges. It points, however, to the demand for knowledge which was not catered for by the authorities or tho public purse. “Less than 100 years ago the first school of Agriculture was started in Britain —and by private enterprise at that. Ninety years ago the British Government started its model farms in Ireland as one of its many schemes for controlling the restless population. This, I believe, was the first Govern-ment-endowed scheme in Great Britain, but these farms, as well as the private institutions in England, were a poor type of farm school. At first the training was mainly practical and in the hands of men who received their appointments by favour rather than by merit, and the education given—if any —was very elementary. Later, after Lawe’s discoveries and research,, the chemist was tho dominating influence, and one could almost refer to the period succeeding this as the chemical age. During this period the advancement by many of impossible theories —and it might bo suggested ‘quackery’—led to distrust and suspicion among agriculturists, which seriously retarded progress. The effects even to-day have not disappeared, as wc still have to combat ill-founded mistrust and suspicion. “In the ’eighties of tho last century the biologist received full recognition, and -for- a time there was a danger of his dominating the position and relegating the teaching of chemistry to a very minor position in the agricultural course. During the last 35 years a proper balance has been reached, and each subject is given its proper standing; probably the only difference today is that economics and farm costing are more advanced and thoroughly taught. ’ ’■